Connecting Classroom Climate to Career Choice in Computer Science for CLD Students with Disabilities

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Computer Science Education approaches and techniques in context

Abstract

This quantitative study examined high school Computer Science (CS) experiences, including perceived inclusionary and academic supports, influencing Culturally and Linguistically Diverse Students with Disabilities (CLD SWDs) to major in CS. Utilizing a correlational cross-sectional and retrospective survey design with 121 college students, findings reveal teacher and peer support individually increased CS major likelihood. Perceived inclusive practices significantly predicted CS major pursuit (1.72 times more likely), as did overall positive school experiences (181% increase). Accommodations were not a significant predictor. Gender was a consistent negative predictor, with female students less likely to major in CS; sexism was moderately and negatively correlated. Results underscore the critical role of inclusive environments and robust support systems to increase CLD SWDs’ CS representation.

Author

• Iggy V. Monsalve, Florida International University